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Lesson 5 - Counter Balance and Counter Tension Sequence Completion

Partner Balancing: Counter Balance and Counter Tension Mastery

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Year 5

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Gymnastics

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Big Question

How can we create flowing gymnastics sequences that demonstrate excellent counter balance and counter tension techniques?

Learning Objectives

Apply excellent gymnastics principles to complete counter balance and counter tension sequences
Demonstrate understanding of flow and transition between different apparatus and balance types
Evaluate and refine sequences based on technical excellence and aesthetic quality

Key Outcomes

Students will complete polished sequences incorporating both counter balance and counter tension on apparatus
Students will demonstrate smooth transitions and flow between movements and apparatus
Students will provide constructive feedback to improve their own and others' performances

Equipment & Resources Required

Gymnastics Mats

Mixed set (mats, benches, boxes, wall bars)

Arrange in stations around hall with clear pathways between

Alternative: Tables, chairs, playground equipment if gymnasium unavailable

Safety Mats

Sufficient to surround all apparatus

Position to cushion any potential falls from apparatus

Alternative: Crash mats, thick PE mats

Clipboards

1 per pair for peer assessment

Include simple criteria checklist for students to use

Alternative: Tablets, paper sheets

Tunnel Systems

1 for hall

Calm instrumental music for concentration and flow

Alternative: Portable speaker, phone with speaker

Key Vocabulary

Counter Balance

Two people balancing by pulling against each other with equal force

Counter Tension

Two people balancing by pushing against each other with equal force

Flow

Smooth, continuous movement from one position to another without stopping

Extension

Stretching body parts to create clear, defined shapes and lines

Canon

Performing the same movement at different times, like a round in music

Unison

Performing movements at exactly the same time together

Sequence

A series of connected gymnastics movements performed in order

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic counter balance and counter tension techniques
Safe apparatus use and movement
Understanding of gymnastics shape and extension
Partner work and communication skills

Current Skills

Sequence completion with flow and transitions
Application of excellence criteria to gymnastics
Peer evaluation and constructive feedback
Integration of different apparatus in sequences

Next Steps

Complex sequence choreography with multiple elements
Performance quality and artistry development
Advanced partner work and group sequences
Competition-standard routine construction

Milestone Indicators

Maintains stillness and extension in all balances

Demonstrates clear understanding of counter balance vs counter tension

Moves with flow and control between apparatus

Provides specific, helpful feedback to peers

Key Teaching Points

Excellence in gymnastics means still, silent balances with clear extension
Counter balance uses pulling forces while counter tension uses pushing forces
Flow between movements is as important as the static positions
Peer feedback should be specific, constructive and focused on technique
Safety awareness must be maintained throughout all sequence elements
Practice and refinement lead to improved performance quality
Cooperation and communication are essential for successful partner work

Common Misconceptions

That counter balance and counter tension are the same thing - emphasise the clear difference between pulling and pushing forces
That speed equals excitement - teach that controlled, flowing movement is more impressive than rushing
That complexity always means better - reinforce that excellent basics are better than poor advanced work
That gymnastics is only about individual performance - highlight the importance of partnership skills
That mistakes mean failure - encourage learning from errors and continuous improvement

SEN Adaptations

ADHD

Clear time boundaries, frequent position changes, specific focus tasks

dyspraxia

Simplified sequences, additional practice time, one-step instructions

autism spectrum

Clear routine structure, visual sequence cards, quiet practice space available

visual impairment

Tactile guidance for apparatus positioning, clear verbal descriptions of movements, buddy support system

hearing impairment

Visual demonstrations, written criteria cards, hand signals for communication

physical disability

Adapted apparatus height, modified balance positions, wheelchair-accessible alternatives

Cross-Curricular Links

Maths

Geometry - angles, symmetry and reflection in balance positions; measurement of time for sequence duration

Science

Forces and motion - understanding push/pull forces in counter balance/tension; balance and gravity concepts

Art

Performance and composition - creating aesthetically pleasing sequences with flow and rhythm

PSHE

Cooperation and communication skills; building confidence and resilience through challenge

Teacher Guidance

Positioning

Move actively between apparatus stations, positioning for maximum visibility of all working pairs

Observation Focus

Watch for technical excellence in balances, safety in transitions, and quality of partnership communication

Intervention Points

Step in when safety is compromised, when students need technical guidance, or when partnerships need support

Demonstration Notes

Use confident, extended positions to show quality. Contrast excellent with poor examples clearly. Use student demonstrations to highlight success.

Verbal Cues

•'Strong shapes with extension!'
•'Feel the equal force between you!'
•'Flow from movement to movement!'
•'Three-second holds minimum!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large hall or gymnasium with minimum 12m x 8m clear space plus apparatus positioning areas

Surface Check

Clean, dry, non-slip surface free from obstacles and debris

Equipment Safety

Safety Checks

•All apparatus checked for stability before use
•Safety mats correctly positioned around all apparatus
•No damaged or unstable equipment in use
•Apparatus appropriate for Year 5 strength and size

Risk Management

Key Risks

•Falls from apparatus during balancing
•Collisions between pairs working near each other
•Muscle strains from inadequate warm-up
•Overconfidence leading to dangerous attempts

Risk Mitigation

•Thorough warm-up preparation for all movements
•Clear spacing between working pairs
•Progressive skill development from simple to complex
•Constant teacher supervision and intervention
•Partner responsibility for safety awareness
•Clear boundaries on acceptable risk levels

Supervision & Emergency Procedures

Supervision Points

•Position for maximum visibility of all apparatus areas
•Move actively between pairs during sequence work
•Intervene immediately if unsafe practices observed
•Monitor fatigue levels and adjust accordingly

Emergency Procedures

Clear stop signal established, first aid kit accessible, emergency contact procedures known to all staff